ERIC Number: EJ933632
Record Type: Journal
Publication Date: 2004
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1087-3414
EISSN: N/A
Asset-Based Assessment in Educational Psychology: Capturing Perceptions during a Paradigm Shift
Lubbe, Carien; Eloff, Irma
California School Psychologist, v9 p29-38 2004
Several trends are compelling educational psychologists towards a philosophy of assessment that is asset-based and strength focused. This article shares the results from a study that explored perceptions about asset-based assessment in Educational Psychology in South Africa. Three focus groups were held and four main themes emerged from the transcribed data. Results indicate that educational psychologists perceive asset-based assessment as involving: (a) a focus on assets, (b) individual and community level assessment, (c) collaboration skills, and (d) self-reflective skills. The first three themes are congruent with asset-based theories, but the fourth theme is currently under-represented in asset-based literature and therefore in need of further research.
Descriptors: Foreign Countries, Educational Psychology, Psychologists, Focus Groups, Research Needs, Graduate Students, Disabilities, Community Involvement, Cooperation, Psychoeducational Methods, Resilience (Psychology), Psychometrics, Identification, Measurement Techniques
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A